ERGO M6 - M11 FINALS Flashcards
Is the system that is responsible for storing information for long periods of time.
LONG-TERM MEMORY
LONG TERM MEMORY is described as the “________” of information about past events and knowledge learned.
Archive
t and f
short term memory works closely with working memory.
false
Long term memory
Long-term memory covers a span that
stretches from about ________ seconds ago to
your earliest memories.
30
Beginning in the _____s, a great deal of research was conducted that was designed to
distinguish between short-term and long-term processes
1960s
A classic experiment by _______ (person) (1962) studied the distinction between STM and LTM by measuring a function called the __________.
– B.B. Murdoch, Jr
– serial position curve.
_____ is created by presenting a list of words to a participant, one after another. [Read stimulus list, write down all words remembered.]
Serial Position Curve
The finding that participants are more likely to remember words presented at the beginning
of a sequence is called the ____.
primacy effect.
True or False
Serial position curve (Murdoch, 1962).
Notice that memory is better for words
presented at the beginning of the list
(primacy effect) than at the end
(recency effect).
False
Change “Than” to “and”. Both sila have better memory
What experiment ?
Participant begins recall
immediately after
hearing the list of words.
Serial position curve
(Murdoch, 1962)
Primacy effect and
recency effect.
What experiment ?
List is presented and
participant repeats
words out loud in 5-
second intervals
between words.
Rundus’s (1971)
experiment
More info:
Words at the beginning
of the list are repeated
more, so they are more
likely to get into LTM.
What experiment ?
Participant begins recall
after counting
backwards for 30
seconds.
Glanzer and Cunitz’s
(1966) experiment
Recency effect is
eliminated because
rehearsal is prevented.
______ refers to the form in which stimuli are represented.
Coding
What are the three Physiological Approaches in Coding?
Visual Coding
Auditory Coding
Semantic Coding
A type of Physiological Approaches in Coding
- Remembered the pattern by representing it visually in your mind
▪ when you visualize a person or place from the past.
Visual Coding
A type of Physiological Approaches in Coding
▪ people often misidentify target letters as another letter that sounds like the target
▪ occurs in LTM when you “play” a song in your head
Auditory Coding
▪ Wickens and coworkers (1976)
▪ Interference enhanced by meanings of words
Semantic Coding
_______ the DECREASE in memory that occurs when previously learned information interferes with learning new
information — by presenting words from the same category on a series of trials
proactive interference
____ is the identification of a previously encountered stimulus
Recognition Memory
What experiment?
Participants remember wording versus meaning
Sachs (1967) experiment:
Determine whether this is STM OR LTM
Holding an image in the mind to
reproduce a visual pattern that
was just seen (Della Sala, et al.,
1999)
STM
Determine whether this is STM OR LTM
Visualizing what the Lincoln
Memorial in Washington D.C.,
looked when you saw it last
summer
LTM
Determine whether this is STM OR LTM
Representing the sounds of
letters in the mind just after
hearing them (Conrad, 1964)
STM
Determine whether this is STM OR LTM
Repeating a song you have heard
many times before, over and over
in your mind.
LTM
Determine whether this is STM OR LTM
Placing words in a task into
categories based on their
meaning (Wickens et al., 1976)
STM
Determine whether this is STM OR LTM
Recalling the general plot of a
novel you read last week (Sachs
experiment)
LTM
According to ________
The ________: is a
- memory for experiences
▪ involves mental time travel
▪ tied to personal experience; remembering is reliving
▪ “Self-knowing”
– Tulving (1985)
– Episodic Memory
T OR F
Acquiring knowledge may start as episodic but then “fade” to semantic
T
According to ________
The ________: is a
– memory for facts and information
▪ does not involve mental time travel
▪ General knowledge, facts
▪ “Knowing
– Tulving (1985)
– SEMANTIC MEMORY
T OR F
Semantic can be enhanced if associated with episodic
T
_______ ARE specific experiences, includes semantic and episodic
Autobiographical memory
____ are semantic memories that have personal significance
Personal semantic memory:
People’s memories for experiences
from their own lives. These memories
have both episodic components (relived
specific events) and semantic
components (facts related to these
events).
What type of memory
Authobiographical memory
t or f
Forgetting decreases with longer intervals after
encoding
f.
it increases
A type of longterm memory that occurs when learning from experience is not accompanied by conscious
remembering
Implicit memory
_______ is a type of implicit memory that you perform procedures without being consciously aware of how to do them
Procedural Memory
Presentation of priming stimulus changes person’s response to a test stimulus
Priming
more likely to rate statements read or heard before as being true
Propaganda Effect
Pairing a neutral stimulus with a reflexive response
Conditioning
GETTING INFORMATION INTO LONG-TERM MEMORY
____ is acquiring information and transforming it into memory
_____ is transferring information from LTM to working memory
_____ is REPITITION of stimuli that maintains information but does not transfer it to LTM
_____ is Using MEANINGS and connections to help transfers information to LTM
– ECONDING
– RETRIEVAL
– MAINTENANCE REHEARSAL
– ELABORATIVE REHEARSAL
Depth of processing
_______ IS:
▪ little attention to meaning
▪ focus on physical features
▪ poor memory
SHALLOW PROCESSING
Depth of processing
_______ IS:
▪ close attention to meaning
▪ better memory
ITO IS DEEP PROCESSING.
read only
OTHER FACTORS THAT AID ENCODING
▪ Visual imagery
▪ Self-reference effect
▪ Generation effect
▪ Organizing to-be-remembered information
▪ Relating words to survival value
▪ Retrieval practice
noted
______ is a:
- process of transferring information from LTM back into working memory (consciousness)
▪ Most of our failures of memory are failures to retrieve
Retrieval
_____ describes that we learn information together with its context.
STATE-DEPENDENT LEARNING
What experiment concluded the findings that:
Best recall occurred when encoding and retrieval occurred in the same location.
diving experiment
true or false
Better memory if person’s mood at encoding matches mood during retrieval.
true
______ describes that:
memory task results improve if the type of processing used during encoding is the same as the type during retrieval
Transfer-appropriate processing
Type of Consolidation:
______ rapid, occurs at synapses.
– Learning and memory represented in the brain by physiological changes at the synapse.
Synaptic Consolidation
Type of Consolidation
______ : gradual, reorganization of neural circuits
Systems Consolidation
It Transforms new memories from fragile state to more permanent state
Consolidation
____: loss of memory for events prior to the trauma
Retrograde Amnesia
_____: memory for recent events is more fragile than for remote events
Graded Amnesia
True or false
Memory consolidation appears to be less enhanced during sleep (Gais and coworkers, 2006)
false. more enhanced
One reason: sleeping stops interference from environmental stimuli
_____: Retrieved memories become fragile and are consolidated again
Reconsolidation
True or False
Post traumatic stress disorder causes severe emotional responses to traumatic memories
True
______ associate what you are learning to what you already know
Elaborate
______: describes that Memory is better for multiple short study sessions
Spacing Effect
True or False
Familiarity mean comprehension
False.
Does not mean daw.
Avoid the “illusion of learning”
_____ is the Reaction of the organism to a threatening or oppressing situation
Stress
external cause of stress
Stressor
true or false
Long lasting or recurring stress situations can be detrimental to health (e.g. gastrointestinal and
cardiovascular functional troubles)
true
- The emotional state (or mood) which results from a discrepancy between the level of demand and
the person’s ability to cope.
▪ It is thus a subjective phenomenon and exists in people’s recognition of their ability to cope with the
demands of the work situation.
Occupational Stress
_____ Can become a negative emotional experience which may be associated with unpleasant feelings of
anxiety, tension, depression, anger, fatigue, lack of vigor and confusion.
Stress
Type of Stressors (Why do you get stressed)
lack of control may produce emotional and physiological stress
Job Control
Type of Stressors (Why do you get stressed)
lack of support increases load of stressors.
Social Support
Type of Stressors (Why do you get stressed)
perceived excessive stress in job and career, often leads to dissatisfaction.
Job Distress
Type of Stressors (Why do you get stressed)
workload, demand upon attention, deadlines may be major
stressors
Task and Performance Demand
Type of Stressors (Why do you get stressed)
recognition of availability of employment and future needs.
Job Security
Type of Stressors (Why do you get stressed)
seems that jobs with great responsibility are associated with an increased
proneness to peptic ulcers and high blood pressure
Responsibility
Type of Stressors (Why do you get stressed)
noise, poor lighting, unpleasant indoor and outdoor climate
and small, enclosed or crowded offices.
Physical Environment Problems
Type of Stressors (Why do you get stressed)
– repetitive and monotonous work – predicator of job dissatisfaction; too high can
arouse feelings of incompetence and may lead to emotional stress.
Complexity
Type of Stressors
Results from perceived threat of
harm or loss of self-esteem, of
something valued, or of bodily
function through injury or death
Psychological Stress
Perception of the situation wherein there
is less likely to experience stress if people
feel more in control of the situation
(Bowers, Weaver and Morgan, 1995)
COGNITIVE APPRAISAL
Type of stressors
▪ These are circumstances on the job and personal life.
▪ Poorer performance of those who are stressed by job related factors may be related to lack of
attention, resources and effort put into the job (low motivation)
▪ Greater hazards of some who suffer life event stress may be related to distraction or diversion of
inattention (Wine, 1971)
Life stress
True or False
there is no direct physiological measures of stress
true
but can be through Extensive questionnaire surveys on working conditions, potential stressors, workers’ health and well-being, job satisfaction and states of moods
Underuse of a person’s capabilities often lead to______ and _____
dissatistfaction and boredom
▪ If demands exceeds the individual’s capacity to cope, ‘_____’ develops
distress
_________ describes:
▪ Muscle performance declines as strain
increases (reduced power)
▪ Slower movement and reaction time
▪ Explains impaired coordination, errors
and accidents
Muscular Fatigue
______ describes the:
▪ General sensation of weariness, feeling of
inhibition and impaired activities.
▪ Weariness discourages us from overstraining
ourselves and allows time to recuperative
processes to take place (Kroemer, 1997)
General Fatigue
Other types of Fatigue
_______ – overstraining of the visual system.
_______ – physical overloading of the human body.
______ – mental or intellectual work
______ – overstressing one part of the psychomotor system.
______ – accumulated long term effects
______ – day-night rhythm, period of sleep
Eye Fatigue
General Bodily Fatigue
Mental Fatigue
Nervous Fatigue
Chronic Fatigue
Circadian Fatigue
Read only
Causes of fatigue = # and intensity of stressors
noted
Read only
SYMPTOMS OF FATIGUE
▪ Subjective feelings of weariness, somnolence, faintness and distaste for work.
▪ Sluggish thinking
▪ Reduced alertness
▪ Poor and slow perception
▪ Unwillingness to work
▪ Decline in both physical and mental performance
noted
What kind of fatigue
▪ Symptoms are latent almost all the time
▪ Increased psychic instability (quarrelsomeness and associated behavior)
▪ Fits of depression (baseless worries)
▪ General weakening of drive and unwillingness to work
▪ Increased likelihood of illness (psychosomatic disorders) – headaches, loss of sleep, irregular
heartbeat, sudden sweating, loss of appetite, digestive troubles (stomach pains)
▪ More ailments = more absence to work
▪ People with psychological problems and difficulties easily fall into a state of chronic fatigue and it is
often difficult to disentangle their mental from their physical problems.
▪ Cause and effect are difficult to distinguish
Chronic (Clinical) Fatigue
True or False
- To date, there is no way of directly
measuring the extent of the fatigue
itself.
▪ All experimental work has merely
measured certain manifestations or
‘indicators’ of fatigue.
True
but can be measured through
▪ Quality and quantity of work performed
▪ Recording of subjective perceptions of fatigue
▪ Electroencephalograph (EEG)
▪ Measuring frequency of flicker-fusion of eyes
▪ Psychomotor tests
▪ Mental tests
True or False
Measurement of physical factors must be backed up by subjective perceptions before it can be correctly assessed as indicating a state of fatigue.
t
True or false
Long periods of driving led to a increased ability to discriminate between sensory impressions and a increase in efficiency in some motor actions
false. decreased instead of increase
loss instrad of increase
_______ (how long) of continuous driving is enough to bring a distinct lowering of alertness and thereby
increase the risk of accidents
4 hours
Decline in vigilance is a symptom of fatigue state.
True or false
Tasks that demand sustained vigilance must be planned with working periods and rest periods so
that the risks of accidents is not increased through fatigue of the operators
True
Sleep loss leads to fatigue is also known as ____
▪ Sleep deprivation
even small amounts of sleep ( _________ hours per night) can be quite beneficial in sustaining performance throughout several days even though it will not come sustaining the
performance level of a well-rested individual.
3 to 4
Napping – _________ nap could significantly improve the level of performance of people after 54 hours
of sustained wakefulness. In general, a nap should be at least ________ to be effective (Naitoh,
1984)
2-hour
15 minutes
________ Trying to get extra sleep prior to a period of anticipated sleep deprivation
Sleep credits
organization’s responsibility to remedy sleepiness
Program of sleep management
Read only
Shift work strategies
- Assign workers permanently to different shifts
▪ Maintain continuous rotation of shifts – circadian
rhythms cannot catch up
▪ After shift periods infrequently
noted
▪ Measurable quantity of information processing demands placed on an individual by a task.
▪ In work settings, performance may suffer if workload is too high or too low.
Mental Workload
FACTORS AFFECTING MENTAL WORKLOAD
read only
▪ As the required accuracy levels increase.
▪ As time demands becomes stricter.
▪ As the number of tasks to be performed increases.
▪ When exposure to extreme heat or noise.
All of which increases mental workload
Type of MEASURES OF MENTAL WORKLOAD
▪ Directly examines the performance of the operator or the overall system.
▪ As task difficulty increases, performance would deteriorate when the workload requirement
exceeds the capacity of the available resource.
▪ Primary Task Measures
Type of MEASURES OF MENTAL WORKLOAD
▪ Workload is assessed by the degree to which performance deteriorates in the dual-task
situation relative to when each task is performed alone.
▪ Secondary Task Measures
Read only
Why measure mental workload
▪ Assessment of mental workload can help determine tasks that can be performed simultaneously
with little or no decrement.
▪ Mental workload varies as a function of perceptual, cognitive and motor requirements imposed on
the operator.
▪ The structure of the task and the environment in which it is performed can significantly affect
workload and performance.
______ is the science of making
technology work for people.
Usability
4 components of UX
Usability
Usefulness
Emotional Impact
Meaningfulness
Goal of ____: To create ___ that is productive, fulfilling, satisfying, and even joyful
UX ; UX
IN UX, _____ describes:
Productivity, efficiency, ease of use, learnability
Usability
IN UX, _____ describes:
Ability to USE SYSTEM or product to accomplish goals of work.
Usefulness
IN UX, _____ describes:
Affective component of user experience and user feelings, user SATISFACTION.
EMOTIONAL IMPACT
IN UX, _____ describes:
Long-term personal relationship with product.
MEANINGFULNESS
3 COMPONENTS OF USABILITY
_____ How easy is it to use
the first time?
_____ How quickly can users
reach goals?
_____ How positive is the
experience?
LEARNABILITY
EFFICIENCY
SATISFACTION
Objective measures of Usability
Completion Time, Accuracy,
Number of Click, Number of
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